Transcript Thematic Thread 1 Redefining the curriculum in a

How does US and EU
internationalisation
reform differ?
BALANCE Seminar, Barcelona,
Dec. 12-14 / 2007
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1
Adapted from
Ronald Searle
Is this the way
US
sees EU?
See
through?
At
Sea?
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2
Statements
US =
EU =
a credit is a credit
We think about it: CATS, ECVET,
ECTS…
learning outcomes
workload
60 a year? Come on, a few more,
we are so excellent
Credit chameleon
Solution???: A credit is a EURO
(„Purchasing
Power“)
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3
Statement
US = A bachelor is a bachelor – get out
and get a job – come back laterunless you want to go into research
Go to evening class
One Master? Take several
EU = A bachelor? Well, this is a diplom, a
licence, what we always had – but now in
3; 3,5 or 4 years, all at the same level
a bunch of flowers (hopefully in line with
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4
Statement
US = A module is a part of a programme
EU = To be discussed but „we“ have
modularised our programmes
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5
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Scope of terms in terms of curricula
• Internationalisation
• Globalisation
– Partnerships/Cooperation
• Double / Joint Degrees
• Research
• Teaching in a foreign language
– Mobility
• Mobility Window
– Incoming / outgoing
– Placements
– Feasibility
•
•
•
•
ECTS
Diploma Supplement
Qualifications Framework
Quality enhancement
+
–
–
–
–
–
–
–
Concentration/Mergers
Central (core competences)
Self-directed
Export
Franchising
Branding
Standardisation
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7
Globalisation- for HE?
US *
EU? Bologna
Drivers
Results in
•
•
•
•
• Global market
participation
• Global products
• Global activity
locations
• Global marketing
• Global competitive
moves
Market
Cost
Competition
Government
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8
The EU Approach
It all starts with the Position –
Where are we? And where do
we want to go?
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9
Expectations and Purposes
Stakeholders:
Action Lines
Do it right first time
The Environment
Bologna Declaration
EU +
46 Countries
The Strategic
Position
Europeanisation
Resources
and competences
European diversity of
Structures, processes,
Outcomes
EU-Programmes…
(Internationalisation)
of curriculum
Strategic
Choices
Implementation
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10
Goals
Objectives
Tools
References
Declaration
Measurable
User´s friends
Helpers
Qualifications
Framework
Learning Outcomes
Levels, Credits
EHEA-QFR
NQF
SQF
Institutional QF
Module descriptors
ECTS
Diploma
Supplement
Credits and Grades
Common structure
Key Features
National grades
Rating
Templates
Standards and
Guidelines /
Register
Internal / external
Evaluation
External
Accreditation
Peer reviews
Social
Dimension
Citizen of
Europe
Employability
Lifelong
Learning
3 Cycles
Learner centred
Academic
Recognititon
Quality
Assurance and
Enhancement
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11
New way of thinking
Student centred –
Outcome oriented
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Infrastructure of the institution – Learning Space
Support
activities
Margin
Added Value
Human resource management - Staff
Learning Technology development
Procurement
Operations
Inbound
Logistics Teaching Outbound
logistics
Marketin
g
and sales
Recruitin and
g
Students Learning
Employment
support
Exams
Servic
e
Continuing
Edu
Margin
Added
Value
Primary activities
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13
Learning Chain
Change of paradigm
Learnig outcomes
Learners
Learning space
(Teaching and learning, Research
Selection
Learning material,
(accumulates credits)
Learning methods...)
Subject related
-Knowledge broadening
-Knowledge deepening
Generic
-Knowledge access and
developing
Total Quality Management
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Principles in Practice
Information process
Learning
Agreement
Learning
Space
Employability
et al
Information Pack.
Individual
Selection
Performance
•Credits
•Grade
Transcript
of Records
Modularisation
Learning Outcomes
Workload
Credit
Transfer /
Accumulation
Descriptors
Profile
Level
Award /
Diploma
Supplement
Information process
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15
Bologna Today
What a dream of reality!?
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Qualificationsframework
-ReferenceframeworkMin. of Education
Higher Education
QFW for EHEA
Bologna-Process
Levels of
Qualifications-Bachelor
-Master
-Doctorat
Described by bundling
learning outcomes according to the
„Dublin Descriptors“ with Credits
Knowledge
and
understanding
Applying
k&u
Communication
Making
judgements
Levels of
Qualifications
1–2–3–4–5
6–7- 8
EU-Commission
QFW for LLL
BruggesCopenhagenMaastrichtProcess
Described by bundling
learning outcomes
according to descriptors
Knowledge
&
Understanding
Skills
Competences
Learn to learn
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Onionmodel
L
E
A
R
N
I
N
G
O
U
T
C
EQF
Q
NQF
FQF BQF
HQF
SQF
Q
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R
E
C
O
G
N
I
T
I
O
N
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Michael Teutsch
EU-Commission
Country A
Q
Q
Q
Q
NQ
F/
NQ
S
NQ
F/
NQ
S
NQ
F/
NQ
S
NQ
F/
NQ
S
Country B
EQF level 8
EQF level 7
EQF level 6
EQF level 5
EQF level 4
NQ
F/
NQ
S
NQ
F/
NQ
S
Q
Q
EQF level 3
EQF level
EQF level 1
NQ
F/
NQ
S
Q
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Bologna in Action
Indicators
Trainability/
Learning
Agreement
Individual
Selection
•Interview
•Portfolio u.a.
Performance
•Credits
•5
•Grade
•Local
•Ranking
Transcript
of Records
Information
Package
Structure of a Module
Learning Outcomes:
Subj. rel. /non subj. rel.
•Knowledge widening
•Knowledge deepening
•Knowledge accessing
•Instrumental
•Interpersonal
•systemic
Employability
Tuning
6x4
Dublin
Descriptors
Qualificationsframework
LLL
Workload
-Effectiveness - Efficiency
Transfer /
Accumulation
Indicators
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Award /
Diploma
Supplement
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Learning Chain
Tools - Documents
Change of Paradigm
Learning Outcomes
Learner
Credit Transfer +
Accumulation
Application /CV /
Learning Agreement/
TOR / Mobility Pass
Language Pass
Diploma/Certificate
Supplement
Learning Space
Teaching and Learning,
Research
Learning Environment
Information Package /
Course Catalogue
Subject-related
-Knowledge
Deepening / Widening
Generic
-Skills / Competences
Knowledge opening / developing
QFR-NQR-HQR-SQR
Quality Assurance/ -enhancement
Standards & Guidelines / Register
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Critical Success Factors - EU
• Unique resources?
– European diversity
– European QA
– European QFW
• Core competences?
– Mobility
– Joint development of curricula
– Academic recognition
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Bologna
Declaration
Brugges /
Copenhagen
Process
ECTS/ ECVET
Diploma
Supplement
Information
Packages
Learning
Agreements
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Value Chain: Learning as a continuum
Location of Learning: At home and abroad;
Education and Training
School
value chain
Vocational
school v.ch.
Job value
chain
Value Chain of the
Instituion of Higher
Education
Employer´s
value chain
Learner´s
value chain
Other
institution´s
value chain
Learner´s
value chain
Selfemployment
´s value ch.
Learner´s
value chain
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23
Common Platform – plus customised modules =
individual study-programmes
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24
Area
B
Area
A
Uni
OS
One-stop-shop
FH OS
Regional E&T
Center
Area
C
Academy
D
Technical
College
E
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25
Dallas
Hub-and-Spoke
Code Sharing
LA
Spokes
HUB
UA
Spokes
Berlin
New York
Spokes
Hannover
FMO
HUB
LH
Spokes
Düsseldorf
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26
Lessons learned –
institutional level
– Critical Success Factors
•
•
•
•
•
•
•
Student centred
Common basis (learning hours / workload)
Convertibility (currency)
Transparency
Institutional obligation
Internal discussion and agreement
Openess - Trust
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27
Can Bologna fail?
The Quality Check
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Bologna Quality
Fit for Purpose
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29
How can this be developed?
• Policy level
– Challenge: HE institutions ensure that
academic principles and values are respected
and the processes correctly implemented
• Institutional level
– Promote shared values and attitudes – rather
than simply managerial processes
– There is no single way: Frank Sinatra /
Cassius Clay melody
– Balance: national / international external
accountability requirements
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30
Quality Assurance and Enhancement
• Quality is not
– a stand alone
– not static
• It covers structures, processes and products
• Concerns a mix of
– stakeholders
– objectives
– pathways
- power / interest
- different lenses
- opportunities LLL
• Its implementation requires instruments
• Needs top-down and bottom-up
• Needs a culture
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31
The Golden Triangle
Structure
Quality
Processes
Outcomes
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32
Bologna – Curriculum reform
Employability
ECTS /
ECVET
Qualifications
Frameworks
Transparency
Academic recognition
Mutual Zone of Trust
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Quality
enhancement
33
Diversity